4.1 Explain The Term 'Confidentiality'
SHC 21: Introduction to communication in health, social care or children’s and young people’s settings
Unit reference F/601/5465 Level 2
Credit value 3 GLH 23
Learner: Mary Bisi Oyeniran
Communication is the activity of conveying information between involved parties. This may be a one –to- one interaction between carer to parents, child, young person or in a group of activities; also in case conferences or even at a staff meeting. Good communication involves listening, questioning, understanding and responding well with each other. Communication can be verbal and non-verbal.
1. Understand why communication is important in the work setting.
1.1. Identify different reasons why people communicate?
a.) People communicate …show more content…
in order to convey or exchange information. For example, I as a parent will tell the teacher that I will not be able to pick up my child today but her father will.
b.) To build relationship in order to have a better understanding of one another: By sharing this information I’m letting the teacher know that we as family share the responsibility of taking care of our child, also letting them know I am not a single parent. So the teacher has a better understanding of my child and her background.
c.) To be able to offer support and develop learning. The teacher can offer to give my child books from the school library that her dad can read to her before going to bed so to promote reading and bonding between the father and child.
d.) To liaise and negotiate: I as a parent might negotiate with the nursery manager the days and hours my child will be coming to school in relation to the nursery fees. The manager might offer to give me a deal on the fees if I apply by certain hours and days. e.) Most especially to express needs and feelings: My child might have certain preferences or needs in her eating habit. Like allergies or the need to take certain prescriptions with food at a certain times. If the parent feels they’ve not been giving the child the right food or medication on time. All these information must be expressed, so as not to cause frictions between them.
1.2. Explain how effective communication affects all aspects of own work.
It helps in forming positive relationships with the children or young people, their families and your colleagues. For example when a parent lets you know they work long hours. You will expect to have the child longer in the nursery than other children, at times they might pick up their child later than usual or have other people pick them up. You as a nursery teacher/assistant should not be offended when they come late or don’t have time to chat about any issue. You will understand that you might need to convey your information to that parent via notes and letters. Also you need to explain the situation to your colleagues just in case you’re not there, so as to treat the parent and child with the same respect. This will enable your relationship and interactions to be positive, easier and smoother.
Also children, parents and your colleagues will learn to respect and trust you better when you communicate effectively. By showing them you’re patient and a careful listener: When you see the child you refer to them by name and ask a question relating to their personal growth like “I’ve put aside your special drawing paper today Sarah”
Try to remember their likes and dislikes, even by asking relevant questions and not changing the subject: “Mom, did Sarah give you the picture she drew for you yesterday? She likes to draw pictures and give to her friends in the class.” You’re giving positive feedback that relates especially with that individual child; also you’re trying to show Mom you understand the child and her preference.
1.3. Explain why it is important to observe an individual’s reactions when communicating with them.
It is important because there is more to communication than the words that’s being spoken.
In fact it is thought that 70% of messages are conveyed in non-verbal ways. Communication is conveyed through facial expressions, body languages, tone of voice, pauses and shrugs. We should also take into account cultural differences by showing understanding and respect through your constant rapport with the individual.
For example in the Yoruba culture of Nigeria it is considered rude to stare into the face of someone older than you and speak. So you might find some children thought in these manners not to look at you when you’re speaking to them. You might see them staring at the ground and interpret it as shy or lying. You might need to ask the parent about this behavior to get a proper clarification. Either way you must show your understanding and respect for their culture also that it is strictly confidential whatever information they share with you.
Also some people are not too expressive with words because they don’t understand English very well or are just shy. In most of these cases the carer should make sure they convey their messages with warmth also with hand gestures, facial expressions and pictures; hoping to get the answer back in the same gesture or verbally.
So in order to make sure that whatever message you are passing is being received in the right manner, be sure to study the non-verbal reaction as well as the verbal reaction.
2. Be able to meet the communication and language needs, wishes and preferences of individuals.
2.1. Find out an individual’s communication and language needs, wishes and preferences.
In order to find out individuals communication preferences, you must read the case file first. You can speak to colleagues that have probably worked with the child. You can also ask the parent or carer and most especially you must be able to observe and interpret the reactions of those whom you are communicating. This includes their facial and body language, also what they are not saying. You must take into consideration their cultural background. Develop a constant rapport with the child, parent or colleague. Make sure to be patient and attentive in listening as well as asking relevant questions to help you get a better understanding of the individual.
For example you’re a carer who cares for an 18month old boy. The mother gives a list of daily routine to along with the child’s meal for the entire day. From that list you will be able to understand what this mother likes to give her son and the sleeping habit she prefer he had. How he is to play and be fed. According to the list you will be able to understand how fussy or not fussy this mother is with their child.
2.2. Demonstrate communication methods that meet an individual’s communication needs, wishes and preferences.
Keeping in mind constantly the special needs of an individual is crucial to building an effective positive communication. Depending on their preference and needs communication can be conveyed in different methods.
a.) Written communication is one of the most common ways of expressing or conveying information. For example letters, notes, notices on boards, pamphlets and baby routine charts are all a major way of getting information across. b.) Meetings and conferences are also vital to conveying information. For example there are some policies that the parents might want to discuss with the carer or even with other parents and nursery mangers. Parents might have some ideas or thoughts they will like to share to help the facility run smoother. c.) Empathetic Listening is also vital in sending information. Some children or parent might have a language barrier for example; by having visual description ready as well as your facial/hand description will show that child or parent that you are aware of the language barrier and are willing to work with them by putting yourself in their position. This will definitely build a positive and trusting relationship between the individuals.
2.3. Show how and when to seek advice about communication.
You seek advice when the questions being asked are beyond your authority or expertise. When the language or disability of the child is not something you can handle. For example a parent that drops off a child to your nursery needs to communicate through sign language; however neither you nor your colleague knows sign language. You need to inform your supervisor/manger of this communication barrier so the person that can communicate in sign language is always around during drop off and pick up time.
3. Be able to reduce barriers to communication.
3.1. Identify barriers to communication.
Communication is a key factor to overcoming barriers and to improve links between nursery facilities and the children/families. This includes language differences, regional usage, race relations, difficulty hearing/seeing, speech impediment, equality and physical/emotional involvements.
3.2. Demonstrate how to reduce barriers to communication in different ways.
To reduce communication barriers within a nursery, settings must use culturally sensitive resources and have on site support of local authority coordinators in equal opportunities for every child. Better training in racial equality and cultural awareness of all child care practitioners would improve race relations and good practice in working for equality in their setting.
For example a.) Communication barrier could be if a parent/child doesn't know English as a first language, as a solution you may want to get interpreters and leaflets printed in different languages. b.) If a parent or child is deaf/dumb or blind, you will need interpreter and or scribes to overcome this barrier. c.) If a child has a disability, and you cannot effectively communicate with them. You might want to bring in outside professionals. d.) A disagreement or/disputes between staff can be a barrier also. You can overcome them by seeing things from other views than your own i.e. Empathetic listening, that is projecting yourself into the other persons view.
3.3. Demonstrate ways to check that communication has been understood.
It is important to ask questions, repeat after, and observe the person during a conversation or presentation. It is important to look into the other person's eyes or face if possible and maintain contact for a reasonable amount of time; not overdoing it; just enough to be able to read the reaction of the person/s. You should see if they're nodding along with you and looking knowingly at you all the same, which means that they are connecting with you. So you should reward them with your acknowledgment either through verbal acknowledgement or a knowing gesture in your face. Eye contact establishes rapport, helps to convince the person that you're trustworthy, and displays interest.
There is also power in pausing. Simon Reynolds says that pausing causes an audience to lean in and listen. It helps when you emphasize your points and allow the listener time to digest what has been said. It also helps to make your communication come across as more compelling and it makes your speech easier to listen to. You should also bear in mind that an individual’s cultural background, disabilities, health status, religious beliefs, stage of development and personality may affect the way they react to you and use non-verbal methods of feedback.
3.4. Identify sources of information and support or services to enable more effective communication. Situations might come up in which you feel unsure about how you should communicate with a child/young person or parent/carer. Perhaps you will be aware that you are struggling to communicate effectively with that person. In situations like these, you should seek advice and obtain support. You can talk to your supervisor, mentor or line manager about the difficulty – ask for their advice about how to deal with the problem. Also you can talk to communication or language support specialists (teachers, psychologists or speech and language therapists) who might or might not spend time in your work setting.
4. Be able to apply principles and practices relating to confidentiality at work.
4.1.
Explain the term ‘confidentiality’.
Confidential information is personal details from our lives which we may not want to share with others. It can include our address, phone number, birth date, employment history or other personal information. It may also include information about our past or present health and development.
Confidentiality is not about keeping secrets; it is about protecting an individual’s right to privacy. You may obtain private, personal information from service users, their relatives or from other practitioners as part of your work role. As a health and social care practitioner you have a duty to keep personal information about service users private only share information about service users with those who have a right to know or when a person has given their permission to disclose information about them.
4.2. Demonstrate confidentiality in day to day communication, in line with agreed ways of working. When you work in a child care facility, you find out a lot of information about the children and their families. You may hear about divorces, affairs, illnesses, money problems, drug addictions, abuse, as well as other pieces of personal and sensitive information. All of this information needs to be handled very
carefully.
There may be many occasions in your day-to-day work when you will need to share information about service users. This information can be shared with your work colleagues without breaching confidentiality because everybody in the team needs to know about each service user. However, you can promote and demonstrate confidentiality by: a. Only talking about service users in areas of the setting where you cannot be overheard by non-staff members. b. Not revealing confidential information about one service user to another who may remember and pass it on c. Using service users’ first names or initials only when discussing or writing up your observations about them d. Storing written records about service users in locked cupboards or cabinets and making sure you put them back in the correct place after using them e. Using a secure password to access computers that contain information about service users f. making sure service users only have access to their own records g. Referring service users’ relatives to the service users’ key worker when they request information relating to their relative.
4.3. Describe situations where information normally considered to be confidential might need to be passed on.
While the rights and desires of families to keep their personal details private are important, there are also some circumstances under which identifying information should be shared. For Examples:
Program staff and the “need to knows.” To ensure the health and safety of children with special needs, teachers, caregivers, and other program staff who interact with the children should be informed of the identities of children with special health concerns on a “need to know” basis.
For example, a staff that prepares and serves food should be fully aware of which children have food allergies and what each affected child is allergic to. Staff members who monitor the children in the playground should be aware if any children are allergic to bee stings, or if any children have a chronic condition which warrants especially close monitoring during play (such as poorly controlled epilepsy, or diabetes treated by insulin injection). Primary caregivers and back-up staff need to know if any children in care have been prescribed medications, for what reasons, and what the possible side effects are, since they are likely to be administering the medications and monitoring the reaction. Program directors and teachers need to know if there are any un- or under-immunized children in care, so that appropriate measures can be taken in the even of exposure to a vaccine-preventable illness.
Known or suspected child abuse. Licensed child care providers are mandated reporters of child abuse. If a child is in your care and shows evidence of abuse or neglect, you must call Child Protective Services and report the situation. The CPS intake process requires disclosure of the child’s name, address, parents or carer’s names, and possible additional details. In this situation, the child’s safety and welfare come before the family’s right to confidentiality.
Confidential information can be passed on if a person requires an assessment or specialist support from a practitioner who is not a member of your work team.
There may also be times when you have to reveal what you have been told, or have seen, to a more senior person at work or to an external organization. A child or family member or even a colleague request that you maintain confidentiality can be overridden if: a. What they say suggests an individual may be at risk of harm b. They reveal information that can be used to protect another person from harm c. A court or a statutory organization, such as a Mental Health Act tribunal, asks for specific information about a person.
4.4 Explain how and when to seek advice about confidentiality
It is good to keep yourself informed of all laws and regulations regarding the handling of personal information. While it is best to treat everything you learn about children and their families in your workplace as confidential information; it is also advisable to check with your supervisor before you pass on confidential information. Similarly, it is always best to tell your supervisor if you receive any information that concerns you. If someone says they want to tell you something ‘in confidence’, you should say that you may not be able to keep the information to yourself because part of your job involves safeguarding children’s welfare. It is then up to the person to decide whether to tell you.
Unit reference F/601/5465 Level 2
Credit value 3 GLH 23
Learner: Mary Bisi Oyeniran
Communication is the activity of conveying information between involved parties. This may be a one –to- one interaction between carer to parents, child, young person or in a group of activities; also in case conferences or even at a staff meeting. Good communication involves listening, questioning, understanding and responding well with each other. Communication can be verbal and non-verbal.
1. Understand why communication is important in the work setting.
1.1. Identify different reasons why people communicate?
a.) People communicate …show more content…
in order to convey or exchange information. For example, I as a parent will tell the teacher that I will not be able to pick up my child today but her father will.
b.) To build relationship in order to have a better understanding of one another: By sharing this information I’m letting the teacher know that we as family share the responsibility of taking care of our child, also letting them know I am not a single parent. So the teacher has a better understanding of my child and her background.
c.) To be able to offer support and develop learning. The teacher can offer to give my child books from the school library that her dad can read to her before going to bed so to promote reading and bonding between the father and child.
d.) To liaise and negotiate: I as a parent might negotiate with the nursery manager the days and hours my child will be coming to school in relation to the nursery fees. The manager might offer to give me a deal on the fees if I apply by certain hours and days. e.) Most especially to express needs and feelings: My child might have certain preferences or needs in her eating habit. Like allergies or the need to take certain prescriptions with food at a certain times. If the parent feels they’ve not been giving the child the right food or medication on time. All these information must be expressed, so as not to cause frictions between them.
1.2. Explain how effective communication affects all aspects of own work.
It helps in forming positive relationships with the children or young people, their families and your colleagues. For example when a parent lets you know they work long hours. You will expect to have the child longer in the nursery than other children, at times they might pick up their child later than usual or have other people pick them up. You as a nursery teacher/assistant should not be offended when they come late or don’t have time to chat about any issue. You will understand that you might need to convey your information to that parent via notes and letters. Also you need to explain the situation to your colleagues just in case you’re not there, so as to treat the parent and child with the same respect. This will enable your relationship and interactions to be positive, easier and smoother.
Also children, parents and your colleagues will learn to respect and trust you better when you communicate effectively. By showing them you’re patient and a careful listener: When you see the child you refer to them by name and ask a question relating to their personal growth like “I’ve put aside your special drawing paper today Sarah”
Try to remember their likes and dislikes, even by asking relevant questions and not changing the subject: “Mom, did Sarah give you the picture she drew for you yesterday? She likes to draw pictures and give to her friends in the class.” You’re giving positive feedback that relates especially with that individual child; also you’re trying to show Mom you understand the child and her preference.
1.3. Explain why it is important to observe an individual’s reactions when communicating with them.
It is important because there is more to communication than the words that’s being spoken.
In fact it is thought that 70% of messages are conveyed in non-verbal ways. Communication is conveyed through facial expressions, body languages, tone of voice, pauses and shrugs. We should also take into account cultural differences by showing understanding and respect through your constant rapport with the individual.
For example in the Yoruba culture of Nigeria it is considered rude to stare into the face of someone older than you and speak. So you might find some children thought in these manners not to look at you when you’re speaking to them. You might see them staring at the ground and interpret it as shy or lying. You might need to ask the parent about this behavior to get a proper clarification. Either way you must show your understanding and respect for their culture also that it is strictly confidential whatever information they share with you.
Also some people are not too expressive with words because they don’t understand English very well or are just shy. In most of these cases the carer should make sure they convey their messages with warmth also with hand gestures, facial expressions and pictures; hoping to get the answer back in the same gesture or verbally.
So in order to make sure that whatever message you are passing is being received in the right manner, be sure to study the non-verbal reaction as well as the verbal reaction.
2. Be able to meet the communication and language needs, wishes and preferences of individuals.
2.1. Find out an individual’s communication and language needs, wishes and preferences.
In order to find out individuals communication preferences, you must read the case file first. You can speak to colleagues that have probably worked with the child. You can also ask the parent or carer and most especially you must be able to observe and interpret the reactions of those whom you are communicating. This includes their facial and body language, also what they are not saying. You must take into consideration their cultural background. Develop a constant rapport with the child, parent or colleague. Make sure to be patient and attentive in listening as well as asking relevant questions to help you get a better understanding of the individual.
For example you’re a carer who cares for an 18month old boy. The mother gives a list of daily routine to along with the child’s meal for the entire day. From that list you will be able to understand what this mother likes to give her son and the sleeping habit she prefer he had. How he is to play and be fed. According to the list you will be able to understand how fussy or not fussy this mother is with their child.
2.2. Demonstrate communication methods that meet an individual’s communication needs, wishes and preferences.
Keeping in mind constantly the special needs of an individual is crucial to building an effective positive communication. Depending on their preference and needs communication can be conveyed in different methods.
a.) Written communication is one of the most common ways of expressing or conveying information. For example letters, notes, notices on boards, pamphlets and baby routine charts are all a major way of getting information across. b.) Meetings and conferences are also vital to conveying information. For example there are some policies that the parents might want to discuss with the carer or even with other parents and nursery mangers. Parents might have some ideas or thoughts they will like to share to help the facility run smoother. c.) Empathetic Listening is also vital in sending information. Some children or parent might have a language barrier for example; by having visual description ready as well as your facial/hand description will show that child or parent that you are aware of the language barrier and are willing to work with them by putting yourself in their position. This will definitely build a positive and trusting relationship between the individuals.
2.3. Show how and when to seek advice about communication.
You seek advice when the questions being asked are beyond your authority or expertise. When the language or disability of the child is not something you can handle. For example a parent that drops off a child to your nursery needs to communicate through sign language; however neither you nor your colleague knows sign language. You need to inform your supervisor/manger of this communication barrier so the person that can communicate in sign language is always around during drop off and pick up time.
3. Be able to reduce barriers to communication.
3.1. Identify barriers to communication.
Communication is a key factor to overcoming barriers and to improve links between nursery facilities and the children/families. This includes language differences, regional usage, race relations, difficulty hearing/seeing, speech impediment, equality and physical/emotional involvements.
3.2. Demonstrate how to reduce barriers to communication in different ways.
To reduce communication barriers within a nursery, settings must use culturally sensitive resources and have on site support of local authority coordinators in equal opportunities for every child. Better training in racial equality and cultural awareness of all child care practitioners would improve race relations and good practice in working for equality in their setting.
For example a.) Communication barrier could be if a parent/child doesn't know English as a first language, as a solution you may want to get interpreters and leaflets printed in different languages. b.) If a parent or child is deaf/dumb or blind, you will need interpreter and or scribes to overcome this barrier. c.) If a child has a disability, and you cannot effectively communicate with them. You might want to bring in outside professionals. d.) A disagreement or/disputes between staff can be a barrier also. You can overcome them by seeing things from other views than your own i.e. Empathetic listening, that is projecting yourself into the other persons view.
3.3. Demonstrate ways to check that communication has been understood.
It is important to ask questions, repeat after, and observe the person during a conversation or presentation. It is important to look into the other person's eyes or face if possible and maintain contact for a reasonable amount of time; not overdoing it; just enough to be able to read the reaction of the person/s. You should see if they're nodding along with you and looking knowingly at you all the same, which means that they are connecting with you. So you should reward them with your acknowledgment either through verbal acknowledgement or a knowing gesture in your face. Eye contact establishes rapport, helps to convince the person that you're trustworthy, and displays interest.
There is also power in pausing. Simon Reynolds says that pausing causes an audience to lean in and listen. It helps when you emphasize your points and allow the listener time to digest what has been said. It also helps to make your communication come across as more compelling and it makes your speech easier to listen to. You should also bear in mind that an individual’s cultural background, disabilities, health status, religious beliefs, stage of development and personality may affect the way they react to you and use non-verbal methods of feedback.
3.4. Identify sources of information and support or services to enable more effective communication. Situations might come up in which you feel unsure about how you should communicate with a child/young person or parent/carer. Perhaps you will be aware that you are struggling to communicate effectively with that person. In situations like these, you should seek advice and obtain support. You can talk to your supervisor, mentor or line manager about the difficulty – ask for their advice about how to deal with the problem. Also you can talk to communication or language support specialists (teachers, psychologists or speech and language therapists) who might or might not spend time in your work setting.
4. Be able to apply principles and practices relating to confidentiality at work.
4.1.
Explain the term ‘confidentiality’.
Confidential information is personal details from our lives which we may not want to share with others. It can include our address, phone number, birth date, employment history or other personal information. It may also include information about our past or present health and development.
Confidentiality is not about keeping secrets; it is about protecting an individual’s right to privacy. You may obtain private, personal information from service users, their relatives or from other practitioners as part of your work role. As a health and social care practitioner you have a duty to keep personal information about service users private only share information about service users with those who have a right to know or when a person has given their permission to disclose information about them.
4.2. Demonstrate confidentiality in day to day communication, in line with agreed ways of working. When you work in a child care facility, you find out a lot of information about the children and their families. You may hear about divorces, affairs, illnesses, money problems, drug addictions, abuse, as well as other pieces of personal and sensitive information. All of this information needs to be handled very
carefully.
There may be many occasions in your day-to-day work when you will need to share information about service users. This information can be shared with your work colleagues without breaching confidentiality because everybody in the team needs to know about each service user. However, you can promote and demonstrate confidentiality by: a. Only talking about service users in areas of the setting where you cannot be overheard by non-staff members. b. Not revealing confidential information about one service user to another who may remember and pass it on c. Using service users’ first names or initials only when discussing or writing up your observations about them d. Storing written records about service users in locked cupboards or cabinets and making sure you put them back in the correct place after using them e. Using a secure password to access computers that contain information about service users f. making sure service users only have access to their own records g. Referring service users’ relatives to the service users’ key worker when they request information relating to their relative.
4.3. Describe situations where information normally considered to be confidential might need to be passed on.
While the rights and desires of families to keep their personal details private are important, there are also some circumstances under which identifying information should be shared. For Examples:
Program staff and the “need to knows.” To ensure the health and safety of children with special needs, teachers, caregivers, and other program staff who interact with the children should be informed of the identities of children with special health concerns on a “need to know” basis.
For example, a staff that prepares and serves food should be fully aware of which children have food allergies and what each affected child is allergic to. Staff members who monitor the children in the playground should be aware if any children are allergic to bee stings, or if any children have a chronic condition which warrants especially close monitoring during play (such as poorly controlled epilepsy, or diabetes treated by insulin injection). Primary caregivers and back-up staff need to know if any children in care have been prescribed medications, for what reasons, and what the possible side effects are, since they are likely to be administering the medications and monitoring the reaction. Program directors and teachers need to know if there are any un- or under-immunized children in care, so that appropriate measures can be taken in the even of exposure to a vaccine-preventable illness.
Known or suspected child abuse. Licensed child care providers are mandated reporters of child abuse. If a child is in your care and shows evidence of abuse or neglect, you must call Child Protective Services and report the situation. The CPS intake process requires disclosure of the child’s name, address, parents or carer’s names, and possible additional details. In this situation, the child’s safety and welfare come before the family’s right to confidentiality.
Confidential information can be passed on if a person requires an assessment or specialist support from a practitioner who is not a member of your work team.
There may also be times when you have to reveal what you have been told, or have seen, to a more senior person at work or to an external organization. A child or family member or even a colleague request that you maintain confidentiality can be overridden if: a. What they say suggests an individual may be at risk of harm b. They reveal information that can be used to protect another person from harm c. A court or a statutory organization, such as a Mental Health Act tribunal, asks for specific information about a person.
4.4 Explain how and when to seek advice about confidentiality
It is good to keep yourself informed of all laws and regulations regarding the handling of personal information. While it is best to treat everything you learn about children and their families in your workplace as confidential information; it is also advisable to check with your supervisor before you pass on confidential information. Similarly, it is always best to tell your supervisor if you receive any information that concerns you. If someone says they want to tell you something ‘in confidence’, you should say that you may not be able to keep the information to yourself because part of your job involves safeguarding children’s welfare. It is then up to the person to decide whether to tell you.